'Early Brain Development and Learning\r'

'It is non commonly cognise that the pass is 90% developed by old date louvre. Most pile believe that at age tailfin boorren atomic number 18 just induceing to learn. In fact, the nous absorbs more(prenominal)(prenominal) from birth to age five rather than from age five on. P bents and family shag do many a nonher(prenominal) things to aid in the ontogenesis of a baby’s champion, ultimately assisting in their learning. The age and rate at which the brain develops predicts the optimal times for a baby to learn. Sequence and rate is measured by milest ones that a baby may egest by a certain age. Experiences argon one thing that helps promote brain nurture.\r\nOur five senses burst us these experiences. How in the catch few old age of life do we develop into the complex people we are directly? We will look at how character versus nurture; sensory perception; corroborative and negative experiences and both(prenominal) our social and physical surround contri thoe to and develop everything about whom we are as individuals. The brain is influenced in many different ways. The well-nigh important factors in brain development start with genetics, nutrition, and responsiveness from parents, daily experiences, and physical interactions.\r\nParents indispensableness to hunch that pip-squeakren are learning and accepting more tuition that a fully grown adult. Children need corroborative and sensitive feedback from family. In the past, scientist believed that the human brains development was determine by a biologic anyy determined highroad (Brotherson, 2005). This means that the brain would develop genetic exclusivelyy by family, but leading technology and science proven that the brain is non predetermined genetically by family. The brain matures through the five senses: smell, touch, vision, taste, and hearing.\r\nThe experiences that the five senses sour are very crucial to help skeletal frame the connections that guide brai n development. The importance of the parents understanding of the for the beginning(a) time few days of his or her child’s life is extremely important. As Titzer, P. H. D, (2008) uses a reckoner metaphor to explain brain development he put it this way â€Å"Your baby’s brain could be thought of as a extremely responsive, self-programming computer. For the first few years, the hardware is still attack unneurotic †a baby is not a finished product, but a growing, developing individual, fatten up with organic â€Å"circuitry” †the central nervous system” (p. ). The brain will absorb more with more remark. At an earlier age stimulation for the brain circuitry is at its best. This will cause the brain circuitry to develop more effectively. The main function of the brain in the first terce years of life is to stimulate and jut connections between neurons. The connections are pertainred to as synapses. Synapses could be project as the lim bs on the tree. Imagine a humongous family tree with its trunk as the original lineage. then the main branches are the families as they grow and oblige children. Neurons are like the trunk and the main branches of the tree.\r\nThe come of neurons a baby is born with remains ageless in the first cardinal years of life. Synapses (all those years of lineage on the family tree) are all the critical twigs and branches that come off the main trunk. In the first three years of life our brains synapses increase to a number in the hundreds of trillions. However, after age three the number of synapses begins to slow until age 10. During this extremity on that eyeshade are more synapses created than needed. A person creates more synapses than needed and the â€Å"use it or lose it” supposition applies to all the unused synapses.\r\nThe synapses being used the most, means the circuits that transfer information the most vex unending to the brain. The synapses not used are lo st in a process called pruning. In fact, the ability to cop legerity is lost if the eyes are not exposed to light within the first three weeks of life, hence â€Å"use it or lose it” conjecture (Hawley, 2003). This will happen because the synapses that kindle see light will be lost because they will not baffle been used. That is why we want to give our children as much experience socially and with learning as possible.\r\nWith this kind of experience these synapses will become permanent. Brotherson (2005) describes a baby’s brain at this tear like a â€Å"”super sponge” sorb everything given to it (para. 4) The first three years are the most sensitive for learning and development ( gable wall & Huntington, 2001). The brain takes in these experiences through our five senses. According to Gable & Huntington (2001) â€Å"an infant’s social, sensational, cognitive, physical and language development are stimulated during multisensory ex periences” (para. 12) During these first few years of life is most rapid growth period for the brain.\r\nAt birth the brain is 25% developed, at six months it is 50% developed , at 30 months 75% developed and at age five it is already 90% developed. There dedicate been many optimal opportunities for parents to teach their children many things from birth to this point already. Children at the age of two have been cognise to read at the reading level of a fifth grader because they were taught at the â€Å"prime time. ” Acquiring the association of how a baby’s brain develops and what can be make to influence it in a absolute way can make a humanity of difference for a child.\r\nA substantiative influence during this critical period is very crucial. let us take a look at nature versus nurture; sensory perception; positive and negative experiences and both our social and physical environment contribute to and develop everything about who we are as individual s. Take the study of nature, for example, our individual innate qualities versus nurture, and our personal experiences. As evidences by the recent Human Genome Project, it is presently believed that there is much more nurture than nature in the result of each of us.\r\nWith this, how does nurture become nature? Let us look at the example of ‘ perfective tense pitch’ to show the affinity between genetics and environment. This is an example of how” heredity and environment can interact” (Davies, 2001, para. 3). Davies (2003) describes perfect pitch as â€Å"The ability to recognize the absolute pitch of musical comedy tone without any reference note. People with perfect pitch often have relatives with the same enthrone and research show this is a highly patrimonial gift, possibly the result of a single gene.\r\nHowever, studies besides demonstrate a requirement for primeval musical training (before age 6) to manifest perfect pitch. umpteen personalit y and behavioral traits will not be exclusively the result of nature or nurture, but rather an inextricable combination of both” (para. 5). _ temperament versus nurture and the role that heredity and environment have in human development indicates that with almost all biological and psychological traits genes and environment work together in communication back and forth to create us as individuals . No one questions it; this is the ying and the yang, the spell and Eve, the Mom and Pop of pop psychology and genealogy. temperament and Nurture is what made us what we are today and will determine what our children will be tomorrow. I have heard the expression that life is all about perception. We all know people who are positive and those who are negative. And each of us has each an optimistic or pessimistic personality. How we perceive the world around us is inherently a bet of our sensory perception of the world and largely that done in the first several years of life.\r\nW e have many senses but we most often refer to the five senses of sight, hearing, smell, touch and taste. We are born with the need for a multisensory environment. Research shows that interactions that are associated with many of emotion are more â€Å"readily remembered and recalled”_ __(Gable & Huntington, 2001, para. 17)_. With this, it is proven that with a multisensory environment we develop out temperament and emotions during an early the early stages of life. Developmental milestones are certain things that a child should be able to do by a certain age range.\r\nA child’s doctor will use these milestones to mensurate the development of a child in the field of view of his/her gross motor, fine motor, language, cognitive, and social skills. Even though each milestone has an age range, each child is different and unique so the age can vary significantly. One child may start to walk as early as seven-spot months old and another child may not begin to walk unt il 16 months old and both would be considered dominion. They both would be within the normal age range.\r\nIn conclusion, we have looked at how genetics and environment in early brain development occurs as well as the importance of double sensory experiences, positive interactions, and social and physical stimulation in early development of a manikin of cognitive and behavioral skills. It was briefly discussed that there are many interventions and treatments for improvement in many areas of interrupt brain development due to early childishness trauma, stress, and neglect with appropriate intervention.\r\nMany agencies today revolve about on education for parents and caregivers to ensure a more positive and educational experience for the early brain development. References Brotherson, Gable,S. & Hunting, M. (2001). Nature, Nurture and Early Brain Development. Retrieved from http://extension. missouri. edu/publications/DisplayPub. aspx? P=GH6115 Hawley, T. (2003). startle Smart. How Early Experiences Affect Brain Development. Titzer, R. Ph. D. (2008). Your Baby evoke Read. Carlsbad, Ca\r\n'